A Study of Teacher Collaboration in Terms of Teaching-Learning Performance.

da Costa, Jose L.

This study was conducted to investigate the relationship between teacher participation in a teacher collaboration program and teaching-learning outcomes. The consultation approaches promoted collegial interactions of teachers on a professional level and emphasized self-examination and development of classroom behaviors from the individual teacher's value and belief perspectives. A review of the literature reveals positive outcomes for both teachers and pupils when teachers engage in the use of collaborative consultation. Participants in this investigation consisted of 30 elementary school teachers from each of 2 suburban public school districts in British Columbia. Data were collected from classes at two points during the school year, and information based on the following constructs was obtained from teachers, teaching partners, and pupils as appropriate: teacher trust for the teaching partner; teaching partner's supervisory beliefs; degree of teacher reflection; teacher efficacy and classroom behavior; and pupil achievement, attitudes, and behavior. A discussion of the findings (displayed in tabular form) and implications and recommendations based on informants' suggestions complete the document. Appendixes provides descriptions of terms as well as data collection instruments and procedures. (Contains approximately 100 references.) (LL)